This article presents some of the research results of digital competencies of chemistry teachers in the National project „Modernization of the educational process in secondary schools“. We participated in development of the content in the third module of chemistry teacher education in this project. After first year of teacher training, we implemented an experimental assessment of learning module to ascertain competencies required for work with digital content and digital technologies (DT) and to determine the state of perception, acquisition and development of digital skills of chemistry teachers. The main objective of the research was to verify digital skills of chemistry teachers in the classroom before and after training within the project. Chemistry teachers participated in research through self-evaluation questionnaire. Presented research results indicate that the content in module 3 – Application of DT in chemistry teaching at secondary schools was built well, since it supports the development of digital competencies and confidence of teachers in the use of DT as well as development of new teaching skills with the support of DT. It is valuable that teachers are aware of the importance and the need to develop skills for learning with the support of DT. Their self-confidence has improved by 1 to 1.5 point in the assessment scale as the result of training within the project. On the other side, the system of active teacher with the support of DT is nowadays still preferred over the system based on student activity in the learning process with the use of DT, where the teacher has to manage the learning process directed to personalize learning by using DT – „education tailored to the needs of each pupil“.